The academic performance of introverted and extroverted students in traditional and online business courses: An analysis based on the Myers -Briggs Type Indicator

by Toole, James M., Ph.D., CAPELLA UNIVERSITY, 2007, 119 pages; 3263167

Abstract:

This study's purpose was to investigate if a relationship exists between a preference for either introversion or extroversion and academic performance when compared between online and traditional business courses. The study used a cross-sectional survey methodology to determine a student's type preference and then explore possible causal relationships involving introverted or extroverted preferences and academic performance measured in either traditional or online business courses. This study attempted to determine if a preference for introversion or extroversion is associated with academic performance as determined by course grades between two separate groups of students. The study included a total of 134 participants that came from a purposeful cross-sectional sample of students who had completed either online or traditional business courses (Introduction to Management or Introduction to Business Course) at a two-year college during the period January 2005 to June 2006. The Myer-Briggs Type Indicator (MBTI) was utilized to determine preferences for introversion and extroversion. Six hypotheses were addressed utilizing various statistical tests. The results obtained from the statistical tests completed found insufficient evidence to conclude that a preference for introversion or extroversion had an impact on the academic performance of the individuals who participated in this study. The results of this study add to the knowledge base used by instructors (teaching online and traditional courses) administrators, instructional design, and distance (online) education. Recommendations for future studies are included.

AdviserStephanie Fraser-Beekman
SchoolCAPELLA UNIVERSITY
Source TypeDissertation
SubjectsManagement; Educational psychology; Personality psychology; Business education; Educational technology
Publication Number3263167

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